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Welcome to the Language and Literacy Development Center

Language and literacy development is fundamental to changing children's live. We believe that teachers are extraordinary in the difference they can make in shaping the life of each individual child.

We believe that teachers deserve accolades for the work they do inside and out of their classrooms. Teachers deserve support in facing the challenges of meeting the needs of a diverse student body within the context of ever-changing reform priorities.

If you believe what we believe, let's work together.

The Language and Literacy Development Center has the flexibility to work with educators at the classroom, school, district, and state levels to design effective approaches to teacher training. We understand the challenges and benefits involved in executing research-based professional development that is embedded and sustained. We will collaborate closely with you to tailor service delivery models and strategies that best meet your needs.

Book Study:
Participants will have weekly readings, tasks to perform in the classroom' and synchronous and asynchronous reflection sessions using technology.

Online English as a Second Language (ESL) Instruction Modules:
Teachers take self paced modules that range from 1-3 hours each on topics such as, but not limited to: language acquisition, building background, differentiating instruction, and differentiating assessment.

English Language Learner Academies (ELLA):

Our "professional development academies" take a comprehensive school reform approach to improving instructional support to English learners (ELs) and striving readers.

School teams are encouraged to attend, comprised of six to eight members including mainstream teachers, ESL teachers, administrators, and specialists. Teams receive ongoing virtual and on-site support as they strive to make needed improvements in school policy, teacher practice, and student achievement. They are also asked to participate in implementation activities in the classroom and then share and reflect with other teachers using multi-media formats.

E-Coaching:
Through a variety of synchronous and asynchronous activities and the use of technology, a teacher receives coaching on a designated topic or on the implementation of a particular strategy.

Frequently Asked Questions

Can you help me (or my teachers) with differentiated instruction?

ESCORT can work with your school using a number of possible activities to help teachers learn about language acquisition and differentiated instruction and assessment. Our services range from working with school leadership teams to individual educators.

What does the comprehensive school team model look like in action?

Year 1 is CONTENT LEARNING. School teams (usually the principal with ESL and mainstream teachers, up to eight total) spend the school year learning about teaching ELs in content classes. Training consists of a series of face-to-face workshops and virtual learning.

Year 2 is BEGINNING IMPLEMENTATION. Leadership teams begin a series of on-going, job-embedded trainings with other selected school faculty. Teams receive content and implementation support from ESCORT staff through face-to-face meetings and virtual learning.

Year 3 is FULL IMPLEMENTATION. Leadership teams continue on-going, job-embedded professional development with coaching from ESCORT staff.

Year 4 is EVALUATION AND REFINEMENT. School teams are at a level where professional study groups are meeting regularly and colleagues are co-planning and co-teaching lessons with peer coaching taking place. The teams will collect data on three levels: organizational change; change in teacher practice; and change in student achievement. They will use the data to refine the professional development efforts in their schools.